Did you know reading for ten minutes a day can help improve memory and concentration? Reading is also a great way for children to relax. But there are hundreds and thousands of books to choose from, so how do you decide what to read with your students or children? It can be tricky.
Today’s children are much more tech savvy than yesterday’s, and this has had a profound effect on the way that they learn languages! No wonder then that there has been an increasing interest in home learning technologies that support language learning at school and back at home.
Children are natural language learners. They love to seek out and soak up new experiences, and we can’t deny that they are much more stimulated and motivated when they interact with apps. Apps enhance their curiosity, spice up their learning, and keep them engaged as they make learning animated, fun and more appealing to children.
We want our children to learn on the go; learning apps engage them with opportunities to improve their listening, reading, writing, speaking and cognitive skills in an authentic way, wherever they may be. Apps can create an enjoyable learning atmosphere when they are used effectively.
Today, with little or no English at all, parents can be a part of their children’s language learning journey using home learning apps with them.
Home learning apps that are specifically designed for pre-primary children may include listening and pointing activities, games, singing songs, and listening to stories. Apps are designed to keep children on task, maintaining their interest and concentration by gradually increasing the level of difficulty and challenge. By using instructions and activities that reflect what children learn in the classroom, children can easily navigate apps by themselves. The educational value of home learning apps can be enhanced by simply watching, guiding, and sharing children’s enthusiasm as they navigate the app. Parental engagement transforms screen time into family time, and refocuses a child’s attention to the task at hand while simultaneously reinforcing their language learning.
There are thousands of language learning apps out there, and they all do things differently. So we’re basing our 10 tips on the Lingokids English language learning app.
Lingokids (available free via the Apple and Google Play stores) is an educational app that features materials from Oxford University Press ‘Jump In!’ and ‘Mouse and Me’ coursebooks. The curriculum has been designed by experts in early language learning development. The app targets pre-primary children who are studying ‘Jump In!’ and ‘Mouse and Me’ coursebooks at school, and aims to help parents reinforce their children’s English at home in a highly engaging and fun way. It immerses children with a wide range of vocabulary in meaningful contexts using cross-curricular topics. The app uses stories, songs, animations, games, letter tracing and interactive live-action videos of native English teachers introducing a variety of topics. The adaptive learning system also adjusts the level of difficulty according to the child’s performance, providing each child with a unique learning experience. There’s also a reward system in place to encourage and reinforce language!
The potential and success of Lingokids can be maximized with the support and the participation of parents at home. Here are ten activities for you to share with your parents using Lingokids to extend their children’s English learning outside the classroom.
Create a mini-story book: After watching the stories, parents and their children can work together to create mini-story books, encouraging children to retell the stories to other family members. If parents know how to write in English, they can write sentences or words that their children have said as they are retelling the stories. The mini-story books can be shared with teachers at school as well.
Dramatize the stories: Children love to watch videos over and over again. Parents can use their interest in the characters by making puppets that their children can use to dramatize the stories. Parents can also take part in this role-play.
Turn off the sound: After practicing with the app, parents can turn off the sound and view the topics that they have played again. They can ask their children to name the things that they see as they play the app.
What they remember: After using the app, parents can ask their children to recall what they remember from what they have just practiced. Children can describe and draw the things that they remember. The drawings can be displayed in the house to be referred to any time that parents would like to practice English with their children.
Create a picture dictionary: After practicing with the app, children and parents can draw and colour the words together in their picture dictionaries. If parents know how to write in English, they can even write the English words next to the pictures.
Picture cards: After practicing with the words in the app, parents can create picture cards of the target vocabulary. Children can help by drawing the pictures on the cards. Then, they can play flashcard games together. They can play a memory game, or they can put the picture cards in a bag before taking them out one by one and naming them. They can put the picture cards on the floor. As they play the app, children can point out the picture cards that they see and hear on the app.
Sing the songs: The app is full of songs that parents and children alike can sing along to. Singing along and performing the actions referred to in the song is a great way of embedding the language in a unique and engaging way.
Record: Parents can record their children as they are dramatizing the stories, playing with the flashcards, retelling the stories through their mini-story books, or singing along to the app. By listening to themselves speak, they can become more confident and more fluent in the new language.
Additional materials: Each topic has worksheets that parents can download, print out, and do with their children. The worksheets include song lyrics, more books and craft activities, and useful phrases that parents can integrate into their children’s daily lives.
Learn with them: Learning English with children helps to foster in them a positive attitude towards English. If parents use the app enthusiastically, children will imitate, encouraging and motivating them to learn English. Parents should practice with their children even if they’re proficient in English themselves, as it’ll help young learners to stay on task.
The activities above should not only help children to learn English, it’ll allow parents to spend quality time with their children, learning and having fun together. It’s a win-win situation!
Özge Karaoğlu Ergen is the foreign languages department K12 technology integration specialist, a teacher trainer and a course book writer. She has been recognized by the ELTons Awards, ESU, MEDEA, Microsoft, and Telly Awards for her digital projects. She currently teaches young learners herself, and she has been developing digital games, animations and mobile applications with her learners for the last eight years.
Vanessa Reilly, teacher, teacher trainer and OUP author, introduces her upcoming webinar on 27th and 28th May entitled: “Having fun with festivals – cultivating interest in the target culture in your young learner classroom.”
Just how important is the target culture to you when teaching English as a foreign language to young learners? Looking at a language from the point of view of speakers of that language and how they live makes the target language more real, not just a collection of words and sentences to be learnt.
All learners need to be introduced to the target culture, no matter how young or early on in their language learning experience, in order to provide them with the optimum conditions for success.
My webinar will provide an overview of the following:
Target culture in the very young learner and young learner classroom
Very early on in my teaching career, I remember reading Claire Kramsch’s book Context and Culture in Language Teaching, and this statement stuck in my mind:
If… language is seen as social practice, culture becomes the very core of language teaching. Cultural awareness must then be viewed as enabling language proficiency… Culture in language teaching is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading and writing.”
So I started to explore:
→ What are the implications for primary age children?
If, as Kramsch proposes, cultural awareness needs to be an integral part of language learning, then I believe that as teachers of English we need to explore the many aspects of English-speaking culture appropriate for all learners, however young the children we teach.
→ What can we do as primary teachers?
We need to look at culture through a child’s eyes and consider what will motivate a Primary child to want to know more about the target culture. Having worked with children for nearly 25 years, I have found even young children are really interested when I talk about what children in English-speaking countries do that is the same or different to their world. I find activities based on festivals very motivational and the children quickly become engaged in the colourful, fun activities; so festivals are usually where I begin to introduce culture into the Pre-school and Primary classroom.
In my upcoming webinar we will look at bringing cultural awareness to young learners through festivals that are important to the everyday lives of children in English-speaking countries. In this very practical session we will investigate stories, songs, games and other mysterious things to enjoy with our Primary children.
Vanessa Reilly is a teacher, teacher trainer, and author. In this article, she shares her advice on how to make the Primary and Pre-Primary classroom a stress-free environment.
The greatest weapon against stress is our ability to choose one thought over another.” (William James)
I am often asked for advice about ways of making our English classes efficient and motivational, yet fun. As teaching is such a complex skill, with so many factors to consider, it’s very difficult to narrow it down to just a few ideas but I have tried to limit myself to ten.
1. Establish a routine and rules from the first class
With pre-school or lower-primary children, setting up a classroom routine is as important as any other element of your class. Once routines are carefully established, children know what we expect of them. A well-chosen routine can save valuable class time, help with discipline, and allow you to spend more time on meaningful instruction.
It’s important to establish a clear routine from Day 1. Simple routines like a Hello and a Goodbye song to mark the start and end of English time, and different ways of controlling transitions between activities like using songs or chants to signal a change from story time to table-time are important in pre-school and early primary classes. Younger children love it when their lives are predictable. The best way to capitalise on this is to build a routine into your classes, making life easier for you too.
The reason why children at this stage love routines is because they do not have a developed concept of time and they measure their time in school by the activities they do at set times in the school day.
With older children you might have a lesson negotiating classroom rules where they volunteer behaviours which they think will help to make the classroom a happier place and to help them get the most out of lessons. You will often be impressed and surprised with some of their ideas; like treating each other with respect, always doing their best work and handing homework in on time! You can then make a list of their rules and even get everyone, including you, to sign it. Make photocopies of the list for everyone to stick inside their books and you can enlarge it to display somewhere in the classroom.
2. Use variety
Although chocolate is delicious and many of us could happily eat it every day, we would soon become bored with a diet of chocolate. Why? Because it would no longer be a novelty. We would actually start to feel sick of it! The same can true of any classroom activity. A favourite activity can be fun and educational, but if we do it in the same way every day and only do that type of activity, it can become boring. We know that different children learn in different ways and that different activities cater for their needs in English. Stories provide children with input, as do songs, rhymes and chants. Play, drama and well-chosen games help them internalize language and use it to communicate. However, there are many other activities children enjoy that help them learn language and we should exploit them to full advantage. For example, Alan Maley says of using art and craft in the English classroom:
While making things, children also make meaning. As they explore shapes, colours, textures, constructions, they are extending their experience and understanding of the world – and doing it through the medium of the foreign language.” (In the foreword of Wright, A, 2001)
3. Have fun
Creating fun in the classroom does not mean that the children have to be on the go constantly or that you, the teacher, have to be the all singing all dancing entertainer. Fun can be created in many ways – singing, stories, quizzes, chants, games, acting out, TPR activities… The list is endless. Believe it or not, one of my students’ favourite games is the List Game, where they choose 6 topics, which I write on the board and number from one to six, each number corresponding to the sides of a dice. The children get into teams. One team throws the dice and all the teams have 3 minutes to write a list of words from that topic. They have as much fun with this game as with a running dictation or TPR game.
4. There needs to be language pay-off
Whilst it’s important to make learning fun for young learners, in the limited amount of time we have for English, we need to make sure that there is what Rixon calls language pay-off in every activity. When preparing a game or any other activity, it is important to be clear about the language and learning objectives. We can sometimes get carried away when we see our students having fun, however we must be sure that there is enough language learning going on to justify the activity.
Monitoring is most important during communicative group activities as many will revert to L1. Children find an award very motivational, e.g. a gold star for the table using the most English, or you could give the table not using enough English an Untrophy.
5. Music and movement
The dictionary defines music as an “art of sound in time that expresses ideas and emotions through elements of rhythm, melody, harmony and colour.” (http://dictionary.reference.com/)
Music has unique qualities and a well-chosen song or piece of music can provide language learning benefits from Pre-Primary all the way up to the end of Primary, providing the children with useful language input that can be fun at the same time. If the children leave your classroom singing an English song in their head they will carry it with them all day and at home too, something Tim Murphey referred to as S-S-I-T-H-P – Song Stuck in the Head Phenomenon.